An Effective Education : A Personal Reflection

The characteristics of effective instruction are an important component for teaching. There are five components to the characteristics of effective instruction which are student-centered, teaching for understanding, assessment for learning, teaching for learner differences, rigor and relevance. These characteristics all promote a positive, social, and interactive learning environment.

The greatest struggle in our educational system is the lack of educators that are willing to activate the students’ interest in the subject. Instead of increasing the students’ motivation to learn, students are being presented with material that is meaningless to them. I believe that effective teaching starts by presenting students with material that seems relevant to them. Presenting fresh ideas to students increases their motivation. Breaking the monotone routine makes students willing to explore new content. It is the teacher’s responsibility to provide students with some motivation that augments the students’ willingness to learn a topic. Learning is a step by step process that will not occur over night. This process requires great effort from both the teacher and the

Give the pupils something to do, not something to learn; and the doing is such a nature as to demand thinking or the intentional noting of connections; learning results naturally. (Dewey, 1916, p. 160)

Effectively teaching math and science in today's classroom I think that it's important as an educator to truly understand the task in which is at hand. We are no longer dealing with a classroom where we have typical students that are joining us daily, we are now having the joy of experiencing a classroom that regardless of your ability or disability to learn you are a part of a general education curriculum.

The purpose of this assignment is for me to demonstrate that I can identify and discuss the significance of relevant theories and principles of learning and communication; select and critically analyse the impact of two theories of learning on the planning and delivery of teaching in my own setting; and reflect on the impact that these insights have had on my own practice and professional development.

I was homeschooled. Up until age sixteen, the primary place of my obtaining an education was my home. Like most people assume about homeschooled children, my parents were my main teachers, I often studied in my pajamas, and recess was not limited to only thirty minutes a day. When I reached the age of a junior in high school, I enrolled in the local community college where, after two years of hard work and severe lack of sleep, I graduated with my Associate degree. Now, I am a BYU student doing the whole thing over again working toward my Bachelors. Throughout these experiences, my philosophy on education has evolved quite tremendously. Growing up, I always assumed that college was a necessary step for everyone. Most people in my family, including

Recently, an research article caught my attention in how teachers in promoting inclusive education for children experience disability and with additional educational needs. In the article, the child diagnosed with Down Syndrome participates in the classroom experiences with the other children in the mainstream school, but with supports and adaptations as needed. The teacher creates the opportunity for the child to share his knowledge with the other children and support their learning, while also catering his individual needs in supporting him in communication and social skills. The article illustrates the key elements of inclusion practices in practice. What inclusion actually means for us as early childhood educators? The following essay is designed to examine those contributing factors involved in the inclusive education.

Every single teacher working at a school must possess certain attributes, so that he/she is able to help the students needed. Teachers do play a big role in the student’s life, as they are considered to be the window through which students will see their future. There might be students that don’t have anyone that inspires them to become a professional. This means that as teachers we should be fine and positive role model to them. Many people that have gotten the opportunity to know me closer would always tell me that I am a person in which they can trust and one that will be there to listen to their problems. However, Wednesday class made me reflect that I am not quite a good listener because many times when people have come to share their problems. While, they are talking I would comment by telling them if you continue doing that you are going to have consequences. Instead of only listening to them I would do both listen and comment. Therefore, I must learn to listen when someone is sharing his/ he problems to me in order to be able to help my students. My grandfather would always tell me, “Rosi God gave us two ears with a purpose which is that we should listen double and we have one mouth since we should talk half”. Of course, this applies when someone have problems we should listen more to them rather making judgments.

One of the greatest struggles educators face is poor student attitudes. Behavior problems and lack of motivation manifest in education when students have misconceptions and poor attitudes about education. Many graduates of an educational program will enter the world with the ability to regurgitate information, but they lack the skills needed for innovation and problem-solving in their careers and daily lives. To assist in creating classrooms that foster motivation for learning, educators must be willing to self-assess their teaching methods and styles to gauge if their classroom mechanisms are engaging the students. As scripted and standardized lessons have become the expectation and educational norm, teachers must be willing to step off the beaten path to spark a deeper connection to the material for the students.

The task of effective teaching involves a myriad of ineffable and abstract qualities; pedagogy demands persistence, patience, and problem-solving skills beyond compare, just to name a few. A teacher’s career consists primarily of amassing these talents whenever possible and learning to put them to best use in an educational context. It is merely a matter of opinion to identify some of these skills as more important than others, but in my humble opinion, cultivating and maintaining a commitment to diversity should be a top priority for today’s educators. History runs rampant with examples of the oppressed only becoming more disadvantaged the longer unjust systems are able to remain in power. Unfortunately, certain aspects of public schooling can fit this bill, but it us up to teachers as self-aware members of these institutions to be the architects of novel and radical classroom structures—environments that foster a spirit of achievement relative to both the individual and the group as a whole without ever needing comparison to determine success.

All throughout the summer of 2016, I had spent my time volunteering at the Chinese Christian Mission kid’s summer camp. After my summer vacation ended, I found myself really appreciating the accompaniment of children and wanting to continue my involvement with them. I seeked out for more opportunities to work with children and discovered an afterschool homework club through a friend's facebook post. After reading up on their website, I was interested in helping elementary school students develop essential math and literacy skills. It was my objective to enhance their self-esteem through improvement in academic skills and ignite a passion for learning in a safe and caring environment. Starting out first as a tutor, then becoming coordinator, I have volunteered with Learning Buddies Network for more than a year now.

It is limited to lower-level objectives; it is based on traditional teaching methods; it ignores innovative models; it discourages students’ independent thinking; it may also cause the students to take a passive approach to learning instead of actively seeking to learn. (Hoy, 2013)

In order for us to plan and enable learning we first must understand the theories and principles that underpin them. During this essay I will examine some of these theories and endeavour to relate them to my own teaching practice

In Panerai et al. (2009) study researchers compared three educational approaches to treating ASD over the course of three years – TEACCH implement in a residential program (R-TEACCH), TEACCH implemented in a natural setting (NS-TEACCH), and a nonspecific approach in mainstream schools with inclusive education. While previous research has shown TEACCH to be an effective treatment, Panerai et al. aimed to also evaluate the effectiveness of TEACCH in various settings. They hypothesized that treatment through TEACCH will prove more effective, regardless of the setting, than an inclusive program not specifically designed for children with ASD. Participants were 34 males with ASD and severe mental retardation (sMR). These participants all came

Teaching is not very productive unless the teacher has several strategies to contribute to the class and students. One strategy is questioning the students and allowing them the proper wait time they need to answer the question. Analogies and metaphor usage can be used to make lessons and ideas more interesting. Age appropriate lectures, although it 's said to be one of the less effective teaching strategies, if done in an interactive way, can help make learning last longer in the minds of the students. Visual aids assist with keeping the students’ interest and makes comprehension easier.